Reading is fundamental, or so the saying goes. Except maybe the significance of that statement hasn’t reached the rationalized logic of Chicago Public School officials who have cut budgets for its school libraries which in turn has closed libraries in all but two of its schools with predominantly Black students.

The findings are common knowledge these days: school librarians are connected to improved student performance, reading expands the connection and understanding of the larger world, school libraries are safe havens and playgrounds to foster imagination, reading is primary factor in closing the achievement gap.

Still, the nuance of all the related statistics wasn’t what prompted young students at three affected schools in Chicago to stage a unified read-in demonstrating their dissatisfaction with the impending library closing.

What lead the students housed in the historic DuSable high school building to sit en masse in the halls with books from their library was learning their beloved librarian would be terminated at the start of their Holiday break. For students, the devastation is personal.

While I myself am all-too familiar with how life-saving school libraries can be, even more I am proud of the agency these young people have harnessed to address a system that has consistently left them disenfranchised.

The read-in was just another facet of the movement that has been steered by the audaciousness of young people…a movement that says we will no longer be devalued and locked out.

Veronica “Precious” Bohanon, a social supports professional, arts therapist, and counselor to students, qualified the acuteness symbolized by student’s joining the voices of resistance to status quo.

“It’s bigger than a librarian. It’s about youth knowing they deserve resources and using their voice to demand it,” Veronica offered. “This intersects with every struggle happening in the city. Students are honing their voice and learning to follow their gut.”

Also on the line is the moral and financial ties of those professionals who answer the calling to be librarians. Korvetta Spencer answered the call and paid a hefty $$ price to earn her 2nd Masters in 2nd Master’s degree in Library Science. She did so after feeling restricted by classroom teaching measures, and longed for the autonomy to teach what she sees as important and the most beneficial to her students.

After cuts at two different schools, she finds herself right back in the classroom, unable to use her Masters degree, yet carving out opportunities to transport the minds of her students.

“It’s a constant battle, however, we become librarians so that we can share the world with the students, to enlighten their minds, feed their curiosity, and expose them to what’s beyond their neighborhoods,” Korvetta affirms. “That’s why I taught my students about the Little Rock Nine; we read, discussed, and wrote about the Willie Lynch Letter; Bill Cosby’s speech, Can’t Blame White People; Emmett Till and the present-day impact. I educated them about the Harlem Renaissance, Kwanzaa, Black scientists and inventors, how society views them, and the best ways to combat those stereotypes. For many students, the only books they have access to, are the ones in the school library because no one at home buys books, and no one has the time to take them to the public library. So, without a well funded, functional library program; staffed with a trained, certified librarian who truly understands who they are, where they come from, and what they need, our kids will continue to be lost, mis-educated, and ignorant to the possibilities of who they can truly be.”